AI analysis of negotiation of meanings in academic presentations by master’s students from China

The objective of this study was to investigate the use of negotiation of Meanings in oral presentations, particularly during question-and-answer sessions, among Master’s students from China. A total of ten students participated in the lecture hall, with three Master’s students delivering their presentations. The study employed a qualitative approach, focusing on the negotiation of Meanings during interactions between presenters and participants. Specifically, the analysis was based on seven key negotiation Meaningss; (1) clarification requests, (2) confirmation checks, (3) comprehension checks, (4) recasts, (5) repetition, (6) self-repair, and (7) paraphrasing or reformulation. Data were collected from the question-and-answer sessions, recorded, transcribed, and analyzed using both traditional qualitative methods and AI-driven Natural Language Processing (NLP) tools, which aided in identifying patterns and gaps in the use of negotiation strategies. The findings revealed that the presenters predominantly employed clarification requests, confirmation checks, repetition, and paraphrasing or reformulation to negotiate Meanings. In contrast, strategies like comprehension checks, recasts, and self-repair were notably absent. The findings further revealed that the presenters exhibited limited English language proficiency, often hindering their ability to fully comprehend questions posed by participants, leading to interactional challenges during the sessions. AI tools played a key role in identifying these gaps, offering precise insights into language proficiency issues and enabling a deeper understanding of how presenters struggled with real-time negotiation of Meanings. This study highlights the potential for AI-driven tools to enhance language support programs by providing personalized feedback and targeted instruction in neglected areas like comprehension checks and recasts. Such interventions can significantly improve students’ interactional competence and overall presentation skills in academic discourse.